DOI: https://doi.org/10.22141/2306-2436.6.3.2017.123495

Тhe role of motivation and classroom equipment when training in psychiatry and narcology

V.D. Mishiyev, Ye.G. Grynevych, V.Yu. Omelyanovych, S.M. Makarenko

Abstract


Background. The objective was to study the principles that increasing the motivation of doctors when obtaining the qualifying requirements (knowledge, professional skills) in psychiatry and narcology. Materials and methods. Material of the study: doctors trained in the cycles of postgraduate education (specialization, pre-certification, thematic improvement) in the specialties “psychiatry” and “narcology” at the department of general, pediatric, forensic psychiatry and narcology in 2016. Methods of research: information-theoretical, analytical, survey (interview, questionnaire), observations, methods of descriptive statistics. Results. An important task of the tutor is to develop the doctor’s educational-cognitive motives-oriented ways of obtaining and assimilating knowledge and mastering professional skills during professional development trainings. The formation of social motives, such as duty, responsibility for life, mental health of the patient, understanding the social importance of deep knowledge in psychiatry and narcology on the background of the activities for increasing an interest in education are important tasks in the educational process at the department of general, pediatric, forensic psychiatry and narcology. Conclusions. Conceptual methodological principles that increase an interest in education have a different rank in the structure of the doctors’ motivation. The application of methods of pedagogical hermeneutics leads to a change in the nature of cognitive activity from the reproductive to the creative. Among non-verbal methods of pedagogical hermeneutics, the greatest effectiveness in achieving goals and increasing interest in education is recorded in: playing with ready-made rules, simulation game and improvisation. The relevancy of implementing the general principles of pedagogy in the educational process for doctors of different cycles of postgraduate education has significant differences.


Keywords


psychiatry; narcology; motivation; classroom equipment

References


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